Fullerton Online Teacher Induction Program

Individualized Learning Plan (ILP)

Revised 11.5.18
Directions: The ILP should be completed with Mentor input. Complete blue cells prior to classroom implementation. Complete orange cells after POP Cycle is completed. Cells will expand as
needed. When submitting completed ILP to instructor, please include copies/images of pre/post assessments/directions and the Pre/Post Assessment Data Table.
Section 1: New Teacher Information
New Teacher Email Subject Area Grade Level
Taylor Millwood tpalmowski@maimonidesla.com General Studies Grade 2
Mentor Email School/District Date
Allison Sostchen asostchen@maimonidesla.com Gindi Maimonides Academy 09/29/2020
Section 2: CSTP Areas of Inquiry
Directions: Identify 2-3 CSTP elements for ILP focus. Use most recent CSTP Assessment for Initial Rating. Identify both teacher and student rating for CSTP 1 and 2. See example.
CSTP Element Initial Rating Description Goal Rating Description
T - Guide students to think critically through use of questioning strategies, T - Facilitates systematic opportunities for students to apply critical
Promoting critical thinking posing/solving problems, and reflection on issues in content. thinking by designing structured inquires into complex problems.
T – Applying T – Innovating
1.5 through inquiry, problem S - Students respond to varied questions or tasks designed to promote S - Students pose and answer a wide-range of complex questions
S – Exploring S - Innovating
solving, and reflection comprehension and critical thinking in single lessons or a sequence of and problems, reflect, and communicate understandings based on
lessons. in depth analysis of content learning.
T- Uses school resources and family contacts
Connecting T- Integrates broad knowledge of
to expand understanding of students’ prior
learning to students and their communities to
knowledge, cultural backgrounds, life
students’ prior inform instruction
experiences, and interests to connect to
1.2 knowledge, Applying student learning.
Integrating S- Students are actively engaged in
backgrounds, life curriculum, which relates their prior
experiences, and S-Students make connections between
knowledge, experiences, and interests
interests curriculum, and their prior knowledge,
within and across learning activities.
backgrounds, life experiences, and interests.
Using knowledge
T- Plans differentiated instruction based on
of students’ T- Plans differentiated instruction, which
academic knowledge of students’ academic readiness,
is based on broad knowledge of
readiness, academic language, diverse cultural
students. Matches resources and specific
language backgrounds, and individual cognitive,
strategies to students’ diverse learning
4.1 proficiency, Applying social, emotional, and physical development Integrating
cultural needs and cultural backgrounds.
to meet their individual needs.
background, and T- Planning addresses bias, stereotyping,
T- Examines potential sources of bias and
individual and assumptions about cultures and
stereotyping when planning lessons. Uses
development to members of cultures.
plan instruction.
culturally responsive pedagogy in planning.
Section 3: Inquiry Focus and Planning (Attach Pre/Post Assessments and Data Collection Tools)
Directions: Your inquiry question should be concise and likely no more than 8-10 words. Your hypothesis should indicate what you expect students to be able to do after the lesson, and it should
be able to be evaluated based on your assessment plan. Note that Semester 3 requires an inquiry question that focuses on use of technology to support teaching and learning.
Inquiry Question Hypothesis Lesson Series Topic Assessments/Data Collection
Pre-assessment: Identifying my
How will using Google Slides or
Students will be able to draw at least two Community activity sheet
PowerPoint Slides help students
connections between communities and display Social Science Unit 1: Communities Post-assessment: Final project
display what they’ve learned about
these connections using Slides. through Google Slides or
communities?
PowerPoint Slides
Focus Students
Directions: Identify three focus students for your inquiry. Identify special characteristics of the students and include performance data. Explain why you have selected them for this inquiry focus.
Do not use actual names of students. (Note: At least one focus student should be an English learner and at least one must have an ILP/504 accommodation. The third is your choice, but please
identify someone that poses an instructional challenge.) Identify expected results for each focus student.
Focus Student 1: English Learner Focus Student 2: Student with ILP/504 Focus Student 3: Your Choice
Learning on zoom has been a challenge for my
English learner, as pacing and lessons move much My second focus student struggles with focus My third focus student is a student who
more quickly than during in-person learning. It which affects him academically. He struggles has been tested and is very high
has helped to pair visuals with oral directions. even further through online learning as academically. He often needs challenge
Performance With this unit, I think that continuing to use technology is a challenge to him. He benefits work or extensions across all subject
Data visuals and pre-recorded video tutorials will be from frequent check-ins and is often someone I areas. Being prepared with extensions to
helpful for him to succeed. I think the technology call on to repeat the directions to ensure lessons or projects is necessary for him
aspect will be challenging, but through small, understanding of the task. He benefits from small to avoid boredom which leads to
breakout room meetings he will be able to groups and one-to-one instruction. behavioral problems at times.
succeed.
As technology is a huge struggle for this student,
I expect that throughout this unit, with the added as differentiation, I will offer a separate project I expect that he will be successful in this
visuals and small group practice, my student will for him to show his learning. Instead of using unit. However, to see an accurate
Expected Results
be able to meet the goal through a successful Slides to present his project, he will create a representation of his ability, I will be
project. poster instead and take a picture of it, giving him providing him with a challenge project.
the best opportunity to be successful.
Inquiry Lesson Implementation Plan
Directions: that Semester 3 requires a lesson that focuses on use of technology to support teaching and learning.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results Discuss Results with Mentor

Identify dates for activities. Thursday, November Friday, November Monday, November
Tuesday, October 13 10/13 through 11/5
12 13 16
Provide 1-2 sentence
There will be lessons on our social studies unit on communities twice a week for 25 minutes. The remaining 10 minutes of each block of
summary of your lesson
class will be dedicated to practicing and manipulating Slides.
plan.

Summarize process for

At the beginning of the unit, a pre-assessment will be given in the form of a “Identifying my Community” activity sheet that they will
administering and analyzing
turn in. At the end of the unit, students will show what they learned through a project using a rubric as their guide.
pre- and post-assessments.
Semester 3 Only: Identify
the specific technology
tools, applications, links,
Zoom, Breakout rooms, Google Slides, PowerPoint
and/or devices to be
incorporated into the
lesson.
Section 4: Inquiry Research and Exploration
Research/Professional Learning (Identify two articles that have informed inquiry focus. Provide title, URL or citation, and statement of what was learned.)
Project Based Learning & Student Achievement: What Does the Research Tell Us? Teachers’ Use of Technology in Elementary Reading Lessons
Kingston, S. (2018). Project Based Learning & Student Achievement: What Does the
Research Tell Us? PBL Evidence Matters. 1(1), 1-11. Peter McDermott & Kathleen A. Gormley (2015): Teachers’ Use of
In this article, 20 previous studies were reviewed. Findings showed that project-based Technology in Elementary Reading Lessons, Reading Psychology
learning may help increase student learning outcomes, even for those students consideredIn this article, technology was provided for an urban school and observed for
“furthest from opportunity.” The strongest connection between project-based learning the way that the use of technology changed learning outcomes for students.
and outcomes was in social studies and science. Research showed that the use of provided technology by teachers increased
the participation of students as well as lead to fewer behavior disruptions.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Ms. Truong - 1st Grade
Ms. Miller - 4 th Grade
She taught all of my students last year and mentioned that it would be
She mentioned that implementing a new technology skill was difficult for her students
beneficial to me to share a tutorial and rubric with parents beforehand, so
when she implemented Google Docs for journaling at the beginning of the year. Her
they understand the expectations. She also shared that it might help to
advice was to provide a tutorial video to send to parents BEFORE beginning my unit, so
break out into small groups daily to practice the technology skill, so students
that when questions arise, students have support at home.
questions can be heard and addressed as often as possible.
Special Emphasis: ISTE Standards (Semester 3 only)
Directions: Identify at least one ISTE-Educator and at least one ISTE- Student Standards that are the primary focus of your project. Explain how these standards will be incorporated.
Special Emphasis Focus How Special Emphasis will be Incorporated
For the final project of this unit, students will choose from a
choice board which technology they would like to use to
1d. I understand the fundamental concepts of technology operations; complete their project: book creator, Google Slides,
demonstrate the ability to choose, use and troubleshoot current PowerPoint, or a poster (choice given to specific students
technologies; and am able to transfer their knowledge to explore who need a non-technology option). Students will be taught
emerging technologies. basics of all three technologies and will be choosing which
they would like to use to independently complete their
project.
Section 5: Results and Reflection
Directions: Record Pre- and post- assessment data into Pre/Post Assessment Data Table (see end of document). Include copies/images of pre/post assessments/directions and the Pre/Post
Assessment Data Table with submission.
Pre/Post Assessment Data Analysis Findings for Three Focus
Pre/Post Assessment Data Analysis Findings for Whole Class
Students
All three focus students improved their assessment scores
The data shows that this lesson series was successfully delivered, as all
between the pre and post assessments. All three students
students scored above an 80% on the post assessment. All 26 students
received differentiated instruction through extra support,
increased their scores from pre-assessment to post assessment.
one-on-one pullout services, and in the case of my gifted
Students were successfully able to represent their knowledge through
student, an excelled/challenge addition to his final project,
the final project assessment.
which he completed successfully.
Evidence/Rational for Rating
CSTP Element Initial Rating Revised Rating Suggestions for Moving Forward
(Summarize from POP Section 3)
Promoting critical To move to INNOVATING level: Consider how to increase
thinking through Teacher asked questions of analysis and evaluation. complexity of task beyond a single lesson so that there are
T – Applying T – Integrating
1.5 inquiry, problem Students answered questions that included all levels of Bloom’s. continuing opportunities for students to engage in inquiry
S – Exploring S - Integrating
solving, and Students created their own math problems. in complex problem. How could you extend lesson into
reflection PBL?
Connecting
learning to Teacher built upon prior knowledge To extend this lesson, I could
students’ prior T- Applying T- Integrating and personal experiences, such as ask students to explore their
knowledge,
CSTP 1.2 backgrounds, their neighborhood, to create buy-in. neighborhood and
life S- Applying S- Integrating Students represented their own demographic area to add more
experiences,
and interests
neighborhoods in their final project. complex themes and ideas to
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 their maps, building upon their
basic knowledge.
To extend this lesson, students
Using
could present their projects to
knowledge of
students’ Teacher differentiated instruction the classroom or to another
academic based on student learning needs and class within the school to share
readiness,
language T- Applying T- Integrating understanding levels. Teacher about their demographic
CSTP 4.1 proficiency, incorporated the Jewish culture into location and background. This
cultural
background,
S- Applying S- Integrating lesson series. Teacher included would build language
and individual symbols for necessary appropriate proficiency and give students
development
to plan
landmarks, such as a Shul. an opportunity to apply their
instruction learning through teaching
others.
Special Emphasis ISTE-Educator and ISTE-Student Standards (Semester 3 only)
Results of Incorporation into Lesson Key Learnings and New Skills/Knowledge Developed by Teacher
Students were excited, engaged, and driven through the technology
incorporation into our final project. Students were able not only to Through the focus on the ISTE Standards, I was better able to
show their learning of the social studies unit, but also of the zero in on my specific goal(s) for this lesson. This made
technology piece and how far they had come in mastering Google measuring success simpler, as I was measuring for specific ,
Slides. Google Slides also gave students an opportunity to collaborate exact standards.
and work on the same document at once, while still socially distanced.
Action Items
For curriculum design, For assessment planning I would like to continue the use of menu board incorporation within my class.
lesson planning, assessment Although for this project many students opted for the technology choice, students felt a sense of ownership
planning over their final choice project.
For classroom practice I want to incorporate specific technology platforms using mini-tasks to build
For classroom practice
understanding and fluency of the platforms well before a major project.
For teaching English
learners, students with
For these students, I plan to continue incorporation of sentence stems, frames, and graphic organizers as
special needs, and students
with other instructional well as both written directions and the use of pictures to help aid in understanding.
challenges
For future professional For future professional development I plan to seek out opportunities to collaborate among my peers as well
development as among professionals outside of my school through training opportunities.
For future Individualized Learning Plans I want to increase the number of formal check-ins I have with my
For future inquiry/ILP target students in order to give me greater insight into how my teaching and lessons are supporting their
needs.

For next POP cycle For the next POP Cycle, I want to focus on assessment and creating and setting goals.
Semester 3 Only:
I want to introduce the technology pieces even before this unit, giving students an opportunity to explore
For future use of
technology and familiarize themselves with it with mini-tasks, before asking them to complete a final project.
Other Notes

Pre-/Post- Assessment Data Table follows this document.

Include copies/images of pre-/post- assessments/directions and the Pre/Post Assessment Data Table with submission.

Fullerton Online Teacher Induction Program

Individualized Learning Plan (ILP)
Revised 5.1.17
Directions: Record student pre and post scores in this table. Do not use student’s actual names.
New Teacher Email Subject Area Grade Level

Taylor Millwood tpalmowski@maimonidesla.com General Studies Grade 2

Pre-Assessment Data Range and Average Post-Assessment Data Range and Average

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 4
 Range: 40% to 95% Average: 76% Range: 80% to 100% Average: 95%

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL 40 85
2. Focus Student: 504/IEP 50 95
3. Focus Student: Teacher Choice 90 100
4. 80 100
5. 80 95
6. 70 100
7. 65 95
8. 60 90
9. 70 90
10. 60 100
11. 65 95
12. 65 100
13. 65 80
14. 70 100
15. 95 100
16. 90 90
17. 80 90
18. 70 95
19. 70 100
20. 65 90
21. 90 95
22. 80 95
23. 90 100
24. 70 100
25. 70 100
26. 85 95
9101112131415 16

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 4